Revised SCQF Level Descriptors - Scottish Credit and Qualifications ...

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CHARACTERISTIC 2: PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING The following descriptions are for guidance only – it is not expected that every point will necessarily be covered. LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 • SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks, with varying degrees of support. • Relate knowledge to a few simple everyday contexts with prompting. • Use a few very simple skills. • Carry out, with guidance, a few familiar tasks. • Use, under supervision, basic tools and materials. • Relate knowledge to personal and/or everyday contexts with some prompting. • Use a few basic, routine skills to undertake familiar and routine tasks. • Complete pre-planned tasks. • Use, with guidance, basic tools and materials safely and effectively. • Relate knowledge to personal and/or practical contexts. • Use a few skills to complete straightforward tasks with some non-routine elements. • Prepare for familiar and routine tasks. • Select and use, with guidance, appropriate tools and materials safely and effectively. • Relate knowledge and ideas to personal and/or practical contexts. • Use a range of skills associated with the subject/discipline/sector to complete some routine and non-routine tasks. • Plan and organise both familiar and unfamiliar tasks. • Select appropriate tools and materials and use them safely and effectively. • Adjust tools where necessary following safe practices. • Apply knowledge, skills and understanding: • In known, practical contexts. • In using some of the basic, routine practices, techniques and/or materials associated with the subject/discipline/sector. • In exercising these in routine contexts that may have non-routine elements. • In planning how skills will be used to address set situations and/or problems and adapt these as necessary.
LEVEL 7 LEVEL 8 LEVEL 9 LEVEL 10 LEVEL 11 LEVEL 12 • Apply knowledge, skills and understanding: • In practical contexts. • In using some of the basic and routine professional skills, techniques, practices and/or materials associated with the subject/discipline/sector. • To practise these in both routine and non-routine contexts. • Apply knowledge, skills and understanding: • In using a range of professional skills, techniques, practices and/or materials associated with the subject/discipline/sector, a few of which are advanced and/or complex. • In carrying out routine lines of enquiry, development or investigation into professional level problems and issues. • To adapt routine practices within accepted standards. • Apply knowledge, skills and understanding: • In using a range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector. • In using a few skills, techniques, practices and/or materials that are specialised and/or advanced. • In practising routine methods of enquiry and/or research. • To practise in a range of professional level contexts that include a degree of unpredictability. • Apply knowledge, skills and understanding: • In using a wide range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector. • In using a few skills, techniques, practices and/or materials that are specialised, advanced and/or at the forefront of a subject/discipline/sector. • In executing a defined project of research, development or investigation and in identifying and implementing relevant outcomes. • To practise in a range of professional level contexts that include a degree of unpredictability and/or specialism. • Apply knowledge, skills and understanding: • In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector. • In using a range of specialised skills, techniques, practices and/or materials that are at the forefront of, or informed by forefront developments. • In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry. • In planning and executing a significant project of research, investigation or development. • In demonstrating originality and/or creativity, including in practices. • To practise in a wide and often unpredictable variety of professional level contexts. • Apply knowledge, skills and understanding: • In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector. • In using and enhancing a range of complex skills, techniques, practices and/or materials that are at the forefront of one or more specialisms. • In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry. • In designing and executing research, investigative or development projects to deal with new problems and issues. • In demonstrating originality and creativity in the development and application of new knowledge, understanding and practices. • To practise in the context of new problems and circumstances. //////////////////////////////////////////////////////////////////////////////////////////////////////////////// www.scqf.org.uk 10 / 11
Page 1 and 2: SCQF LEVEL DESCRIPTORS ////////////
Page 3 and 4: FOREWORD Ray Harris Chair SCQF Part
Page 5 and 6: THE SCQF LEVEL DESCRIPTORS Level de
Page 7 and 8: USING THE DEFINITE OR INDEFINITE AR
Page 9 and 10: ORGANISATION The key terms used in
Page 11: LEVEL 7 LEVEL 8 LEVEL 9 LEVEL 10 LE
Page 15 and 16: LEVEL 7 LEVEL 8 LEVEL 9 LEVEL 10 LE
Page 21 and 22: LEVEL 2 The following descriptions
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